Positive psychology is the scientific study of optimal human functioning with an aim to understand the factors that enable individuals and communities to thrive. This rapidly developing field brings solid empirical research into areas such as well-being, flow, positive emotions, human strengths, wisdom, creativity, psychological health and characteristics of positive groups and institutions.

The MSc in Applied Positive Psychology (MAPP) presents an interesting opportunity to become actively involved in a new and growing area of study and shape its development

• The programme is led and taught by pioneers in the field of positive psychology in Europe, who are consultancy and research active.
• Students have an opportunity to participate in innovative research, and develop and test new positive psychology interventions.
• The programme has significant elements of skills training, including facilitation, intervention and research skills that can be applied across work and leisure domains.
• Our School of Psychology offers postgraduate programmes in all main areas of professional applied psychology and therefore benefits from extensive expertise across a range of related areas.
• The programme provides flexibility in learning patterns to meet the varying needs of students from a variety of backgrounds and experiences.

• An undergraduate honours degree (or equivalent) in psychology, sociology, health and social welfare, counselling, education studies, human resources, business or social enterprise studies or other related disciplines with a minimum 2.2 classification (or equivalent).
• A written application outlining academic and professional background, career objectives and reasons for choosing the MAPP Programme at UEL. Students whose academic background is outside of the above mentioned disciplines should explain how their professional or life experience has prepared them for studying positive psychology. The application should not be more than 2, 000 words in lengths.
• Two supporting references, one of which is preferably academic.
• In the case of applicants whose first language is not English, IELTS 6.5 (or equivalent) is required. International qualifications will be checked for appropriate matriculation to UK Higher Education postgraduate programmes
• Students that apply to enter stages of the programme may be admitted through normal Accreditation of Experiential Learning (AEL) or Accreditation of Certificated Learning (ACL) processes, or through an approved articulation agreement. Therefore, such applicants must be able to demonstrate and evidence that they have the required learning outcomes as listed in the modules for which they are seeking exemption.
• A Basic level of computer literacy.

Technical requirements

• To participate in the programme you need:
• .Regular access to a PC or Mac capable of running standard MS Office Software (or equivalent) for producing word-processed documents, spreadsheets and presentations. Your PC must also be capable of running the required plugins for the Virtual Learning Environment (Adobe Flash player, Adobe PDF viewer, Apple Quicktime).
• Reliable Internet access; access to a broadband connection speed of at least ½ mbits/sec. For each module that you take, you will be expected to spend approximately 3-6 hours online per week, participating in discussions and accessing resources. 
• The latest version of your chosen Internet browser. We recommend and support Mozilla Firefox 3+ and Microsoft Internet Explorer 7+.
• A valid and reliable email address.
• Access to a printer is recommended.

This programme is delivered by distance using a variety of teaching and learning methods designed to enable participants to develop active learning techniques, reflect on practice and attain the learning outcomes for each module.

Teaching methods vary from module to module and include online discussions and seminars. Distance learning study guides and core text books are provided to students together with on-line materials. Students are engaged in individual reading, completion of exercises, writing reflective notes and preparation for assignments. Up to two assignments are field based and will require participants to engage with real world settings and develop appropriate solutions.

Each module consists of reading material and a series of self-check and interactive tasks in which students discuss the issues raised in each module in the light of their own teaching context and educational background. In addition to online discussions, which involve the module tutor on a weekly basis, students also have access to the module tutor directly via UEL Plus. Students will be encouraged to take an active part in Positive Psychology movements, by joining corresponding networks, participating and presenting at events. We also hope that students can take some responsibility for helping others to learn, through sharing experiences and learning with the group using and thus allowing for new and emerging knowledge to be integrated.

Students will also be able to access recorded guest lectures from acclaimed positive psychologists working in applied and academic settings that can broaden their network of professional contacts. Learning resources include IT, access to electronic journals and databases, and specialist library facilities.

Assessment on the programme is based exclusively on coursework. Coursework is varied and includes: essays, a reflective portfolio, a research proposal a mind map and a final year dissertation in the format of a paper for publication. Students also carry out a Positive Consultancy Project, which provides an experience of how positive psychology can be implemented in a professional setting.

Our postgraduate programmes in Applied Positive Psychology are designed to enhance employability and students’ career prospects. There is no formal placement system on the programme, but students are encouraged to undertake relevant voluntary work or use positive psychology principles to develop practices within their existing workplace. It is desirable that the Positive Consultancy Project (an assessment for the Advanced Positive Psychology module) is organisation based, although this is not essential.  It is the student’s responsibility to find a host organisation, though members of the programme team may offer some help through their own network of contacts.

Students will have an opportunity to design and conduct an original piece of research on the topic of their choice, using qualitative or/and qualitative methods of analysis. This will result in a production of a paper ready to be submitted for publication in a peer reviewed journal. Dissertations can take the form of an intervention or other empirical project and often are organisation-based.

A Dissertation is undertaken by students on an individual basis. Every student is allocated a personal supervisor. Supervisory meetings are flexible and student driven. They take place on a one-to-one basis with a minimum contact time of twelve hours during part 2 of the Research Methods and Dissertation module. Supervisory meetings are supplemented by group tutorials, in which students discuss common issues associated with carrying out a research project.

In carrying out a dissertation project, students will be supported by dissertation seminars and by their own peer study group.

• Completing the programme would enable you to become one of the first positive psychology specialists in your country.
• You will study the programme with an institution that is positive psychology research active, with ongoing projects on well-being, personal development, and evaluation of interventions.
• Teaching staff are positive psychologists and the founder of the field, Martin Seligman holds an Honorary Professorship at UEL.
• Throughout your studies you will become a co-creator of knowledge. Positive psychology is a young discipline, and will continue to be shaped and developed for years to come. As new ideas and connections emerge, students on the programme will be at the frontier of the field. 
• Your fellow students will come from a variety of professional backgrounds, which means your learning experience will be enhanced by a multidisciplinary perspective.
• The programme fosters experiential opportunities for participants to become more reflective, self-aware, and to practice and experiment with new skills.
• The programme team has good working relationships with a number of positive psychology organisations and employers, including:

The New Economic Foundation (nef) Centre for Well-Being The centre “seeks to understand measure and influence well-being. In particular we ask the question 'what would policymaking and the economy look like if their main aim were to promote well-being?'” (http://www.neweconomics.org/programmes/well-being)

The Centre for Confidence and Well-Being, in Scotland, the Centre aims to support individual and cultural change through the use of positive psychology amongst wider perspectives / frameworks (http://www.centreforconfidence.co.uk/)

The Centre for Applied Positive Psychology, “a people management consultancy specialising in strengths-based approaches” (http://www.cappeu.com/)

The Personal Well-Being Centre, “a social enterprise that aims to promote the well-being and growth of individuals, organisations and communities through education, training and one-to-one work.” (http://www.personalwellbeingcentre.org/)

Graduates are likely to develop careers in organisational or business consultancies through their knowledge of tools for transforming business, institutions or practice. Business executives, human resource personnel and managers are likely to enhance their career prospects, whilst life and executive coaching is another possible career pathway for the programme graduates.

Skills and knowledge obtained can be usefully applied in the charity, voluntary and social enterprise sectors, as the programme educates for cooperative systems and sustainable      well-being and development.

The MSc in Applied Positive Psychology is useful for qualified clinical psychologists, counsellors, psychotherapists, nurses and doctors that intend to use positive psychology theory, research and applications in their clinical work.
Qualified teachers can use positive psychology expertise to inform their teaching practice. The programme would be of benefit to other existing and aspiring youth workers and educators, from the primary school throughout to the University level.

Importantly, a number of graduates are likely to develop specialisation in positive psychology within a research career, and can use the programme as a stepping stone towards a doctorate.

The programme will include an appropriate and comprehensive induction before learning begins. On enrolment, you will be provided with introductory materials on the use of UEL Plus and UEL Direct.

Students will benefit from specialised distance learning materials that guide the student throughout the learning and allow for appropriate reflection, discussion and tutor feedback. All course materials will be available both in printed format as well as online within UEL Plus. For any questions the Programme Leader, Module Leaders and Tutors can be contacted through the email and discussion facilities in UEL Plus. 

During your studies, you will be supported by our team of Distance Learning Student Advisors in the UEL Connect. These advisors act as a first point of contact for you, addressing the majority of student queries and referring only those that relate to academic matters to the module tutor. The Student Advisors will also contact students who seem to be falling behind and will offer advice and encouragement to them.

Students will receive academic support from their individual module leader. The role of the module leader is to monitor the effectiveness of the student’s learning during the module for which they are responsible, providing feedback, encouragement and support, and any necessary remedial action. During your last two modules you will have a dedicated dissertation supervisor who is familiar with the topic area and is there to guide and support you during the specialist research stage.

Further specialist support (e.g. financial advice, careers advice, counselling and learning support) is available from our University Services. The needs of students with disabilities/dyslexia will be taken into account in compliance with the Special Education Needs and Disability Act (SENDA 2001) and the QAA Code of Practice on Students with Disabilities which states: ''Assessment and examination policies, practices and procedures should provide disabled students with the same opportunity as their peers to demonstrate the achievement of learning outcomes’’. Whenever possible, the needs of students with disabilities/dyslexia will be accommodated. In doing so, teaching staff will be relying on the support and advice from the UEL Disability and Dyslexia Unit.